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- 저자 : 김범기(Beom Ki Kim) (검색결과 81 건)
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라이시미터에서 지하수위에 따른 보리, 밀, 조의 수분이용효율 특성
김범기(Beom-Ki Kim),공효영(Hyo-Young Gong),심재식(Jae-Sig Shim),홍순달(Soon-Dal Hong) 한국토양비료학회 2010 한국토양비료학회지 Vol.43 No.3
This experiment was conducted to evaluate water use efficiency of barley, wheat, and millet as a substitution crop for rice of fallow paddy field. Dry weight (DW), evapotranspiration, and transpiration of crop grown on the lysimeters controlled with 5 levels of groundwater table (GWT), 0, 25, 50, 75, and 100 cm were evaluated for optimum GWT and water use efficiency. All the lysimeters randomized with four replication arrangements were filled up sandy loam and were adjusted to the constant bulk density treated with twice water infiltration from bottom side to upper side of lysimeter. DW of barley, wheat, and millet in the plot of 0cm GWT that is saturated soil showed 34.9%, 44.7%, and 37.1% of that in the plot of 100 cm GWT, respectively showing a serious obstacle in crop growth. Evapotranspiration ratios calculated by evapotranspiration volume (mL) per DW were 166~605 mL for barley, 136~481 mL for wheat, and 81~418 mL for millet showing the order of barley > wheat > millet. Evapotranspiration ratio was increased with decrease of groundwater table that is the condition of moisture saturation. Estimation of GWT for maximum DW of wheat was 76 cm, and those of barley and millet were 100 cm below. The volumetric moisture content of lysimeter soil with cropping was markedly decreased as increase of crop growth because moisture supplying capability by capillary rise of water was less than amount of moisture required by crop.
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천문 개념 성취도와 공간 능력과의 상관관계에 관한 연구
김범기(Beom Ki Kim),이항로(Hang Ro Lee),김기정(Ki Jung Kim) 한국초등과학교육학회 1996 초등과학교육 Vol.15 No.2
The purpose of this study is to investigate the correlation of the conceptual achievement on the motion of earth-moon and spatial ability. The subjects of the study are 482 students in the 6th grade sampled from three elementary schools in large cities and small cities respectively. The contents of the instrument of the conceptual achievement on the motion of earth-moon used in this study are some of the elementary science textbook curricula in the second term of the 5th grade. Each item of this instrument of the conceptual achievement of the motion of earth-moon are developed 16 items in accordance with three categories by the rotation of the earth, the revolution of the earth, the revolution of the moon. The reliability of test instrument is 0.48 and discrimination index is 0.40. The test instruments of spatial ability are 20s items for spatial perception test of the battery developed in Korean Testing Center. The results are as follows. 1. Scoring rate of the conceptual achievement test on the motion of earth-moon for male was 37.5% and female was 33.1%. Male`s scoring rate of the conceptual achievement showed higher than female`s, there was significant difference between the student`s gender. 2. Scoring rate of the spatial ability test for male was 52.0% and female was 46.4%. It was found that males had significantly higher spatial ability than females. 3. A correlation coefficient between conceptual achievement on the motion of earth-moon and spatial ability for male was r=0.43, female was r=0.30. There was a significant relationship(r=0.39) between conceptual achievement and spatial ability. 4. In predict degree of spatial ability and conceptual achievement on the motion of earth-moon, students who had high spatial ability were superior in problem solving conceptual achievement than students who had high conceptual achievement were superior in spatial ability. Therefore, the development of spatial ability is very important to understand the concept of the motion of earth-moon because of spatial ability have influance on coceptual achievement on the motion of earth-moon.
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소리에 관한 아동들의 개념 변황에 미치는 구성주의적 수업전략의 학습효과
김범기(Beom Ki Kim),김연일(Yeon Ill Kim) 한국초등과학교육학회 1995 초등과학교육 Vol.14 No.1
The aim of this research is to attempt to extend previous work in this field by devising a set of intervention activities which could be used by teachers to help children to develop towards the commonly accepted scientific understanding of sound from constructivist strategies, and to compare the children`s ideas about sound between pre- and post- Intervention. A set of structured activities was then provided which should allow children to explore sound phenomena. Full sets of data were collected from 43 children in total(n=11 for grade 1, n=15 for grade 3, n=17 for grade 5). These data related to everyday sound, string telephone, drum, funnel and rubber band activities were analysed by some categorical schemes. The major findings of this study are as follows: 1. There are significant changes in children`s ideas over the interventions. These changes are most conspicuous in connection with sound production and sound transmission, The age group which show most distinctive changes are the grade 3 and grade 5. The most effective activities in promoting change of sound production are drum and rubber band. 2. Examining the individual changes of schematic chart show that a large number of children have developed their ideas in a way which can help them to develop scientific thinking.
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김범기 ( Beom Ki Kim ) 한국교원대학교 과학교육연구소 2011 청람과학교육연구논총 Vol.17 No.1
The purpose of this study was to analyse the new science curriculum in Korea and Japan. It is very similar of the school system in both countries. It is about the same the number of science class hours for elementary and middle school. One class period for elementary school and middle school in Korea is 40 minutes and 45 minutes, but one class minutes is 45 minutes and f:i) minutes in Japan. In fact, the elementary and middle school students of Japan have science class more time 11.4% and 14.4% than Korean students in school. The number of units of elementary science curriculum is almost the same. But elementary schools of Japan teach weight, wind, force of rubber, light and magnets and electricity in 3 grade, such units are familiar to children. The number of chemistry contents is smaller than the other science subject in Japan. In middle school, there are 5 units of physics, chemistry, life science and the earth science in Korea and 3 units of each subject in Japan. There are two fields of science curriculum such as matter/energy and life/the earth in common.
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